Two different approaches can increase the accessibility of digital educational materials: content that has been built with the widest possible set of users in mind (universal design), or content that has been designed in such a way that it can be personalised to individual user needs and preferences (personalised design). This paper outlines a number of approaches that could be used to evaluate the provision of learning materials that have been adapted to or chosen for individual learners. A number of different perspectives are considered in this paper: a learner's perspective, the perspective of the tutor or teacher, and an institutional perspective. A number of complementary methodologies are presented. It is argued that the evaluation of a system that provides personalised learning content is a challenging activity that necessitates the application of multiple methods to effectively understand the underlying costs and benefits of providing personalised learning materials.